Monitorization of autonomic stress response of nurse students in hospital clinical simulation
The aims of this study were to analyze the autonomic stress response of nurse degree students during a hospital clinical simulation and to analyze differences in the autonomic stress response of nurse degree students during a hospital clinical simulation depending on their psychological profile. We...
- Autores:
-
Beltrán Velasco, Ana Isabel
Sánchez-Conde, Paula
Ramos-Campo, Domingo Jesús
Clemente-Suárez, Vicente Javier
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2021
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/8365
- Acceso en línea:
- https://hdl.handle.net/11323/8365
https://doi.org/10.1155/2021/6641425
https://repositorio.cuc.edu.co/
- Palabra clave:
- Stress
Nurse students
Simulation
Hospital clinical
- Rights
- openAccess
- License
- CC0 1.0 Universal
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Monitorization of autonomic stress response of nurse students in hospital clinical simulation |
| title |
Monitorization of autonomic stress response of nurse students in hospital clinical simulation |
| spellingShingle |
Monitorization of autonomic stress response of nurse students in hospital clinical simulation Stress Nurse students Simulation Hospital clinical |
| title_short |
Monitorization of autonomic stress response of nurse students in hospital clinical simulation |
| title_full |
Monitorization of autonomic stress response of nurse students in hospital clinical simulation |
| title_fullStr |
Monitorization of autonomic stress response of nurse students in hospital clinical simulation |
| title_full_unstemmed |
Monitorization of autonomic stress response of nurse students in hospital clinical simulation |
| title_sort |
Monitorization of autonomic stress response of nurse students in hospital clinical simulation |
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Beltrán Velasco, Ana Isabel Sánchez-Conde, Paula Ramos-Campo, Domingo Jesús Clemente-Suárez, Vicente Javier |
| dc.contributor.author.spa.fl_str_mv |
Beltrán Velasco, Ana Isabel Sánchez-Conde, Paula Ramos-Campo, Domingo Jesús Clemente-Suárez, Vicente Javier |
| dc.subject.eng.fl_str_mv |
Stress Nurse students Simulation Hospital clinical |
| topic |
Stress Nurse students Simulation Hospital clinical |
| description |
The aims of this study were to analyze the autonomic stress response of nurse degree students during a hospital clinical simulation and to analyze differences in the autonomic stress response of nurse degree students during a hospital clinical simulation depending on their psychological profile. We analyzed in 45 nurse students their psychological profile (purpose in life, coping flexibility, perceived stress, Framingham Type A Behavior, and personality) and the autonomic modulation by the heart rate variability in a hospital clinical simulation. Students presented decreased heart rate variability and different autonomic stress responses depending on the different psychological parameters evaluated. We concluded that a hospital clinical simulation produced a large sympathetic modulation of nurse students that was maintained during the entire clinical simulation. The autonomic response was modulated by the psychological profile of students, showing higher purpose in life, perceived stress, and neuroticism, presenting higher parasympathetic modulation. |
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2021 |
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Corporación Universidad de la Costa |
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[1] A. H. Sobh, M. I. Izham, M. I. Diab, S. A. Pawluk, Z. Austin, and K. J. Wilby, “Qualitative evaluation of a cumulative exitfrom-degree objective structured clinical examination (OSCE) in a Gulf context,” American Journal of Pharmaceutical Education, vol. 17, no. 1, pp. 73–80, 2017. [2] V. C. Goessl, J. E. Curtiss, and S. G. Hofmann, “The effect of heart rate variability biofeedback training on stress and anxiety: a meta-analysis,” Psychological Medicine, vol. 47, no. 15, pp. 2578–2586, 2017. [3] B. S. McEwen, “Protective and damaging effects of stress mediators: central role of the brain,” Dialogues in Clinical Neuroscience, vol. 8, no. 4, pp. 367–381, 2006. [4] G. E. Prinsloo, H. G. L. Rauch, and W. E. Derman, “A brief review and clinical application of heart rate variability biofeedback in sports, exercise, and rehabilitation medicine,” The Physician and Sportsmedicine, vol. 42, no. 2, pp. 88–99, 2014. [5] P. Sánchez-Conde, A. I. Beltrán-Velasco, and V. J. ClementeSuárez, “Influence of psychological profile in autonomic response of nursing students in their first hospital clinical stays,” Physiology & Behavior, vol. 207, pp. 99–103, 2019. [6] A. Bellido-Esteban, P. Ruisoto-Palomera, A. I. BeltránVelasco, and V. J. Clemente-Suárez, “State of the art on the use of portable digital devices to assess stress in humans,” Journal of Medical Systems, vol. 42, no. 6, pp. 1–5, 2018. [7] A. I. Beltrán-Velasco, P. Ruisoto-Palomera, A. Bellido-Esteban, M. García-Mateos, and V. J. Clemente-Suárez, “Analysis of psychophysiological stress response in higher education students undergoing clinical practice evaluation,” Journal of Medical Systems, vol. 43, no. 3, p. 68, 2019. [8] V. J. Clemente-Suárez, A. I. Beltrán-Velasco, A. Bellido-Esteban, and P. Ruisoto-Palomera, “Autonomic adaption to clinical simulation in psychology students: teaching applications,” Applied Psychophysiology and Biofeedback, vol. 43, no. 3, pp. 239–245, 2018. [9] A. I. Beltrán-Velasco, A. Bellido-Esteban, P. Ruisoto-Palomera, and V. J. Clemente-Suárez, “Use of portable digital devices to analyze autonomic stress response in psychology objective structured clinical examination,” Journal of Medical Systems, vol. 42, no. 2, p. 35, 2018. [10] V. J. Clemente-Suárez, R. de la Vega, J. J. Robles-Pérez, M. Lautenschlaeger, and J. Fernández-Lucas, “Experience modulates the psychophysiological response of airborne warfighters during a tactical combat parachute jump,” International Journal of Psychophysiology, vol. 110, pp. 212–216, 2016. [11] R. Delgado-Moreno, J. J. Robles-Pérez, and V. J. ClementeSuárez, “Combat stress decreases memory of warfighters in action,” Journal of Medical Systems, vol. 41, no. 8, p. 124, 2017. [12] M. M. N. Gomez, C. N. Dodino, C. F. Aponte et al., Burnout syndrome and its association to psychological profile and quality of life in nurses. Relacion Entre Perfil Psicologico, Calidad De Vida Y Estres Asistencial En Personal De Enfermeria, vol. 4, no. 1, 2005Univ. Psychol, 2005. [13] B. K. Judd, J. Currie, K. L. Dodds, J. Fethney, and C. J. Gordon, “Registered nurses psychophysiological stress and confidence during high- fidelity emergency simulation: Effects on performance,” Nurse Education Today, vol. 78, pp. 44–49, 2019. [14] A. R. Alconero-Camarero, C. M. Sarabia-Cobo, S. GonzálezGómez, I. Ibáñez-Rementería, L. Lavín-Alconero, and A. B. Sarabia-Cobo, “Nursing students' emotional intelligence, coping styles and learning satisfaction in clinically simulated palliative care scenarios: an observational study,” Nurse Education Today, vol. 61, pp. 94–100, 2018. [15] J. Hardenberg, I. Rana, and K. Tori, “Evaluating impact of repeated exposure to high fidelity simulation: skills acquisition and stress levels in postgraduate critical care nursing students,” Clinical Simulation in Nursing, vol. 48, pp. 96–102, 2020. [16] P. Ruisoto, M. R. Ramírez, P. A. García, B. Paladines-Costa, S. L. Vaca, and V. J. Clemente-Suárez, “Social Support Mediates the Effect of Burnout on Health in Health Care Professionals,” Frontiers in Psychology, vol. 11, 2021. [17] A. Felton and N. Wright, “Simulation in mental health nurse education: the development, implementation and evaluation of an educational innovation,” Nurse Education in Practice, vol. 26, pp. 46–52, 2017. [18] V. J. Clemente-Suárez, R. J. Fernandes, J. J. Arroyo-Toledo, P. Figueiredo, J. M. González-Ravé, and J. P. Vilas-Boas, “Autonomic adaptation after traditional and reverse swimming training periodizations,” Acta Physiologica Hungarica, vol. 102, no. 1, pp. 105–113, 2015. [19] M. Malik, J. Bigger, A. Camm, and R. Kleiger, “Heart rate variability: standards of measurement, physiological interpretation, and clinical use,” European Heart Journal, vol. 17, no. 3, pp. 354–381, 1996. [20] L. Redondo-Flórez, J. Fernández-Lucas, and V. J. ClementeSuárez, “Cultural differences in stress-related psychological, nutrition, physical activity and oral health factors of professors,” Nutrients, vol. 12, no. 12, p. 3644, 2020. [21] D. Tapia, C. Cruz, I. Gallardo, and M. Dasso, “Adaptación de la Escala de Percepción Global de Estrés- (EPGE) en estudiantes adultos de escasos recursos en Santiago, Chile,” Psiquiatría y Salud mental, vol. 34, pp. 239–261, 2007. [22] M. F. Scheier, C. Wrosch, A. Baum et al., “The life engagement test: assessing purpose in life,” Journal of Behavioral Medicine, vol. 29, no. 3, pp. 291–298, 2006. [23] V. G. Sinclair and K. A. Wallston, “The development and psychometric evaluationof the Brief Resilient Coping Scale,” Assessment, vol. 11, no. 1, pp. 94–101, 2016. [24] V. Clemente-Suarez, K. Herrera-Mendoza, M. MontañezRomero et al., “Respuesta Autonómica de estrés en estudiantes de Doctorado,” Cultura Educacion y Sociedad, vol. 12, no. 1, pp. 9–18, 2020. [25] B. K. Houston, T. W. Smith, and R. M. Zurawski, “Principal dimensions of the Framingham Type A Scale: differential relationships to cardiovascular reactivity and anxiety,” Journal of Human Stress, vol. 12, no. 3, pp. 105–112, 1986. [26] P. T. Costa and R. R. McCrae, “Professional manual: revised NEO personality inventory (NEO-PI-R) and NEO five-factor inventory (NEO-FFI),” Psychological Assessment, vol. 3, p. 101, 1992. [27] V. J. Clemente-Suárez and J. J. Arroyo-Toledo, “Use of biotechnology devices to analyse fatigue process in swimming training,”Journal of Medical Systems, vol. 41, no. 6, p. 94, 2017. [28] A. E. Ferrey, T. J. Burleigh, and M. J. Fenske, “Stimulus-category competition, inhibition, and affective devaluation: a novel account of the uncanny valley,” Frontiers in Psychology, vol. 6, p. 249, 2015. [29] V. J. Clemente-Suárez, P. R. Palomera, and J. Robles-Pérez, “Psychophysiological response to acute-high-stress combat situations in professional soldiers,” Stress and Health, vol. 34, no. 2, pp. 247–252, 2018. [30] M. Qi and H. Gao, “Acute psychological stress promotes general alertness and attentional control processes: an ERP study,” International Journal of Psychophysiology, vol. 57, no. 4, p. e13521, 2019. [31] J. Newby, V. A. Pitura, A. M. Penney, R. G. Klein, G. L. Flett, and P. L. Hewitt,“Neuroticism and perfectionism as predictors of social anxiety,” Personality & Individual Differences, vol. 106, pp. 263–267, 2017. [32] M. Akhtar and B. Kröner-Herwig, “Acculturative stress among international students in context of socio-demographic variables and coping styles,” Current Psychology, vol. 34, no. 4, pp. 803–815, 2015. [33] C. Wrosch and M. F. Scheier, “Personality and quality of life: the importance of optimism and goal adjustment,” Quality of Life Research, vol. 12, 1suppl, pp. 59–72, 2003. [34] S. Wang and Y. Liu, “Impact of professional nursing practice environment and psychological empowerment on nurses’ work engagement: test of structural equation modelling,” Journal of Nursing Management, vol. 23, no. 3, pp. 287–296, 2015. [35] A. Ramírez-Adrados, A. I. Beltrán-Velasco, C. Gonzalez-deRamos et al., “The effect of final dissertation defense language, native vs. non-native, in the psychophysiological stress response of university students.,” Physiology & Behavior, vol. 224, p. 113043, 2020. [36] A. I. Beltrán-Velasco, A. Bellido-Esteban, P. Ruisoto-Palomera, K. H. Mendoza, and V. J. Clemente-Suárez, “The effect of cultural differences in psychophysiological stress response in high education context: a pilot study,” Applied Psychophysiology and Biofeedback, vol. 45, no. 1, pp. 23–29, 2020. [37] L. Redondo-Flórez, J. F. Tornero-Aguilera, and V. J. ClementeSuárez, “Could academic experience modulate psychophysiological stress response of biomedical sciences students in laboratory?,” Physiology & Behavior, vol. 223, p. 113017, 2020. [38] L. Redondo-Flórez, J. F. Tornero-Aguilera, D. J. Ramos-Campo, and V. J. Clemente-Suárez, “Gender differences in stress- and burnout-related factors of university professors,” BioMed Research International, vol. 2020, Article ID 6687358, 9 pages, 2020. |
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Beltrán Velasco, Ana IsabelSánchez-Conde, PaulaRamos-Campo, Domingo JesúsClemente-Suárez, Vicente Javier2021-06-09T16:08:24Z2021-06-09T16:08:24Z20212314-61332314-6141https://hdl.handle.net/11323/8365https://doi.org/10.1155/2021/6641425Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/The aims of this study were to analyze the autonomic stress response of nurse degree students during a hospital clinical simulation and to analyze differences in the autonomic stress response of nurse degree students during a hospital clinical simulation depending on their psychological profile. We analyzed in 45 nurse students their psychological profile (purpose in life, coping flexibility, perceived stress, Framingham Type A Behavior, and personality) and the autonomic modulation by the heart rate variability in a hospital clinical simulation. Students presented decreased heart rate variability and different autonomic stress responses depending on the different psychological parameters evaluated. We concluded that a hospital clinical simulation produced a large sympathetic modulation of nurse students that was maintained during the entire clinical simulation. The autonomic response was modulated by the psychological profile of students, showing higher purpose in life, perceived stress, and neuroticism, presenting higher parasympathetic modulation.Beltrán Velasco, Ana Isabel-will be generated-orcid-0000-0002-9893-0227-600Sánchez-Conde, PaulaRamos-Campo, Domingo Jesús-will be generated-orcid-0000-0002-8890-4244-600Clemente-Suárez, Vicente Javier-will be generated-orcid-0000-0002-2397-2801-600application/pdfengCorporación Universidad de la CostaCC0 1.0 Universalhttp://creativecommons.org/publicdomain/zero/1.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2BioMed Research Internationalhttps://www.hindawi.com/journals/bmri/2021/6641425/StressNurse studentsSimulationHospital clinicalMonitorization of autonomic stress response of nurse students in hospital clinical simulationArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/acceptedVersion[1] A. H. Sobh, M. I. Izham, M. I. Diab, S. A. Pawluk, Z. Austin, and K. J. Wilby, “Qualitative evaluation of a cumulative exitfrom-degree objective structured clinical examination (OSCE) in a Gulf context,” American Journal of Pharmaceutical Education, vol. 17, no. 1, pp. 73–80, 2017.[2] V. C. Goessl, J. E. Curtiss, and S. G. Hofmann, “The effect of heart rate variability biofeedback training on stress and anxiety: a meta-analysis,” Psychological Medicine, vol. 47, no. 15, pp. 2578–2586, 2017.[3] B. S. McEwen, “Protective and damaging effects of stress mediators: central role of the brain,” Dialogues in Clinical Neuroscience, vol. 8, no. 4, pp. 367–381, 2006.[4] G. E. Prinsloo, H. G. L. Rauch, and W. E. Derman, “A brief review and clinical application of heart rate variability biofeedback in sports, exercise, and rehabilitation medicine,” The Physician and Sportsmedicine, vol. 42, no. 2, pp. 88–99, 2014.[5] P. Sánchez-Conde, A. I. Beltrán-Velasco, and V. J. ClementeSuárez, “Influence of psychological profile in autonomic response of nursing students in their first hospital clinical stays,” Physiology & Behavior, vol. 207, pp. 99–103, 2019.[6] A. Bellido-Esteban, P. Ruisoto-Palomera, A. I. BeltránVelasco, and V. J. Clemente-Suárez, “State of the art on the use of portable digital devices to assess stress in humans,” Journal of Medical Systems, vol. 42, no. 6, pp. 1–5, 2018.[7] A. I. Beltrán-Velasco, P. Ruisoto-Palomera, A. Bellido-Esteban, M. García-Mateos, and V. J. Clemente-Suárez, “Analysis of psychophysiological stress response in higher education students undergoing clinical practice evaluation,” Journal of Medical Systems, vol. 43, no. 3, p. 68, 2019.[8] V. J. Clemente-Suárez, A. I. Beltrán-Velasco, A. Bellido-Esteban, and P. Ruisoto-Palomera, “Autonomic adaption to clinical simulation in psychology students: teaching applications,” Applied Psychophysiology and Biofeedback, vol. 43, no. 3, pp. 239–245, 2018.[9] A. I. Beltrán-Velasco, A. Bellido-Esteban, P. Ruisoto-Palomera, and V. J. Clemente-Suárez, “Use of portable digital devices to analyze autonomic stress response in psychology objective structured clinical examination,” Journal of Medical Systems, vol. 42, no. 2, p. 35, 2018.[10] V. J. Clemente-Suárez, R. de la Vega, J. J. Robles-Pérez, M. Lautenschlaeger, and J. Fernández-Lucas, “Experience modulates the psychophysiological response of airborne warfighters during a tactical combat parachute jump,” International Journal of Psychophysiology, vol. 110, pp. 212–216, 2016.[11] R. Delgado-Moreno, J. J. Robles-Pérez, and V. J. ClementeSuárez, “Combat stress decreases memory of warfighters in action,” Journal of Medical Systems, vol. 41, no. 8, p. 124, 2017.[12] M. M. N. Gomez, C. N. Dodino, C. F. Aponte et al., Burnout syndrome and its association to psychological profile and quality of life in nurses. Relacion Entre Perfil Psicologico, Calidad De Vida Y Estres Asistencial En Personal De Enfermeria, vol. 4, no. 1, 2005Univ. Psychol, 2005.[13] B. K. Judd, J. Currie, K. L. Dodds, J. Fethney, and C. J. Gordon, “Registered nurses psychophysiological stress and confidence during high- fidelity emergency simulation: Effects on performance,” Nurse Education Today, vol. 78, pp. 44–49, 2019.[14] A. R. Alconero-Camarero, C. M. Sarabia-Cobo, S. GonzálezGómez, I. Ibáñez-Rementería, L. Lavín-Alconero, and A. B. Sarabia-Cobo, “Nursing students' emotional intelligence, coping styles and learning satisfaction in clinically simulated palliative care scenarios: an observational study,” Nurse Education Today, vol. 61, pp. 94–100, 2018.[15] J. Hardenberg, I. Rana, and K. Tori, “Evaluating impact of repeated exposure to high fidelity simulation: skills acquisition and stress levels in postgraduate critical care nursing students,” Clinical Simulation in Nursing, vol. 48, pp. 96–102, 2020.[16] P. Ruisoto, M. R. Ramírez, P. A. García, B. Paladines-Costa, S. L. Vaca, and V. J. Clemente-Suárez, “Social Support Mediates the Effect of Burnout on Health in Health Care Professionals,” Frontiers in Psychology, vol. 11, 2021.[17] A. Felton and N. Wright, “Simulation in mental health nurse education: the development, implementation and evaluation of an educational innovation,” Nurse Education in Practice, vol. 26, pp. 46–52, 2017.[18] V. J. Clemente-Suárez, R. J. Fernandes, J. J. Arroyo-Toledo, P. Figueiredo, J. M. González-Ravé, and J. P. Vilas-Boas, “Autonomic adaptation after traditional and reverse swimming training periodizations,” Acta Physiologica Hungarica, vol. 102, no. 1, pp. 105–113, 2015.[19] M. Malik, J. Bigger, A. Camm, and R. Kleiger, “Heart rate variability: standards of measurement, physiological interpretation, and clinical use,” European Heart Journal, vol. 17, no. 3, pp. 354–381, 1996.[20] L. Redondo-Flórez, J. Fernández-Lucas, and V. J. ClementeSuárez, “Cultural differences in stress-related psychological, nutrition, physical activity and oral health factors of professors,” Nutrients, vol. 12, no. 12, p. 3644, 2020.[21] D. Tapia, C. Cruz, I. Gallardo, and M. Dasso, “Adaptación de la Escala de Percepción Global de Estrés- (EPGE) en estudiantes adultos de escasos recursos en Santiago, Chile,” Psiquiatría y Salud mental, vol. 34, pp. 239–261, 2007.[22] M. F. Scheier, C. Wrosch, A. Baum et al., “The life engagement test: assessing purpose in life,” Journal of Behavioral Medicine, vol. 29, no. 3, pp. 291–298, 2006.[23] V. G. Sinclair and K. A. Wallston, “The development and psychometric evaluationof the Brief Resilient Coping Scale,” Assessment, vol. 11, no. 1, pp. 94–101, 2016.[24] V. Clemente-Suarez, K. Herrera-Mendoza, M. MontañezRomero et al., “Respuesta Autonómica de estrés en estudiantes de Doctorado,” Cultura Educacion y Sociedad, vol. 12, no. 1, pp. 9–18, 2020.[25] B. K. Houston, T. W. Smith, and R. M. Zurawski, “Principal dimensions of the Framingham Type A Scale: differential relationships to cardiovascular reactivity and anxiety,” Journal of Human Stress, vol. 12, no. 3, pp. 105–112, 1986.[26] P. T. Costa and R. R. McCrae, “Professional manual: revised NEO personality inventory (NEO-PI-R) and NEO five-factor inventory (NEO-FFI),” Psychological Assessment, vol. 3, p. 101, 1992.[27] V. J. Clemente-Suárez and J. J. Arroyo-Toledo, “Use of biotechnology devices to analyse fatigue process in swimming training,”Journal of Medical Systems, vol. 41, no. 6, p. 94, 2017.[28] A. E. Ferrey, T. J. Burleigh, and M. J. Fenske, “Stimulus-category competition, inhibition, and affective devaluation: a novel account of the uncanny valley,” Frontiers in Psychology, vol. 6, p. 249, 2015.[29] V. J. Clemente-Suárez, P. R. Palomera, and J. 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Clemente-Suárez, “Gender differences in stress- and burnout-related factors of university professors,” BioMed Research International, vol. 2020, Article ID 6687358, 9 pages, 2020.PublicationORIGINALMonitorization of Autonomic Stress Response of Nurse.pdfMonitorization of Autonomic Stress Response of Nurse.pdfapplication/pdf415338https://repositorio.cuc.edu.co/bitstreams/9f687041-5431-4dfe-aaa2-3d3e566fc529/download17a6de5c97c4cb94de2ac116e961a0fcMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8701https://repositorio.cuc.edu.co/bitstreams/9021b785-5ab8-409d-9b02-c45a4e16b108/download42fd4ad1e89814f5e4a476b409eb708cMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-83196https://repositorio.cuc.edu.co/bitstreams/8df3dd2c-d98e-49f8-a891-0c82e75159c9/downloade30e9215131d99561d40d6b0abbe9badMD53THUMBNAILMonitorization of Autonomic Stress Response of Nurse.pdf.jpgMonitorization of Autonomic Stress Response of 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